Abstract
<title>Abstract</title> <p>This article proposes a groundbreaking framework that redefines early numeracy policy in West Nusa Tenggara by moving away from top-down implementation towards the changing of teachers' assessment schemas. Typically, the standardized assessments hardly consider local cultures. Based on Cultural-Historical Activity Theory, we create a way to represent teachers' mental models for assessing mathematical behaviors as probabilistic graphs. The main differentiator, a Schema Evolution Module, does away with the usual training and instead uses a Bayesian update algorithm that continuously fine-tunes the relationships among assessment concepts based on classroom cultural artifacts (e.g., Sasak counting rhymes) and children's behaviors recorded and then checked through stimulated recall interviews. These personal graphs are then merged into a Regional Schema Map that reflects educators' shared interpretive framework. This map leads to participatory action research cycles through which stakeholders not only design but also refine context-responsive assessment rubrics. As a result, culturally sustaining practices are directly integrated into national standards, thus turning a rigid, compliance-based policy into a flexible, evidence-based system that honors indigenous knowledge. Besides, it raises numeracy levels and offers a model that can be replicated for policy implementation that is culturally adapted.</p>